Sixth Grade
Physical Education
Physical Education
Adopted: December 10, 2009
Colorado Academic Standards
Comprehensive Health and Physical Education Standards
“In the great work of education, our physical condition, if not the first step in point of
importance, is the first in order of time. On the broad and firm foundation of health alone can
the loftiest and most enduring structures of the intellect be reared.” ~Horace Mann
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
"We know what the Greeks knew: that intelligence and skill can only function at the peak of
their capacity when the body is healthy and strong, and that hardy spirits and tough minds
usually inhabit sound bodies." ~John F. Kennedy
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Preparing students for the 21st century cannot be accomplished without a strong and sustained
emphasis on all students’ health and wellness. It no is longer acceptable to think of “gym class”
and “hygiene lessons.” Today’s world has exploded with physical, mental, and social influences
that affect not only learning in school, but also the lifelong health of the citizens that schools
are preparing for graduation. Health and physical education prepare students to function
optimally as students, global citizens, and workers who demonstrate personal responsibility for
one’s health and fitness through an active, healthy lifestyle that fosters a lifelong commitment
to wellness.
Health education and physical education are separate disciplines, each with a distinct body of
knowledge and skills. However, the two disciplines are naturally interdisciplinary and clearly
complement and reinforce each other to support wellness. Schools have a unique role and
responsibility to address both health and physical education from preschool through twelfth
grade to instill and reinforce knowledge and skills needed to be healthy and achieve
academically.
Colorado's comprehensive health and physical education standards lay out a vision for these
vitally important disciplines, and describe what all students should know and be able to do at
each grade level through eighth grade and in high school. The authors of this document were
preschool through twelfth-grade educators, higher education professors, business
representatives, and community members. The group developed a set of competencies starting
with "the end in mind." What concepts and skills would a "prepared graduate" in the 21st
century posses when he or she left high school? The answers to this question framed the work
that led to the development of four standards in comprehensive health and physical education
for preschool through twelfth grade.
CDE: 6th Grade Physical Education
Adopted: December 10, 2009
Page 2 of 23
Standards Organization and Construction
As the subcommittee began the revision process to improve the existing standards, it became
evident that the way the standards information was organized, defined, and constructed needed
to change from the existing documents. The new design is intended to provide more clarity and
direction for teachers, and to show how 21 st century skills and the elements of school readiness
and postsecondary and workforce readiness indicators give depth and context to essential
learning.
The “Continuum of State Standards Definitions” section that follows shows the hierarchical
order of the standards components. The “Standards Template” section demonstrates how this
continuum is put into practice.
The elements of the revised standards are:
Prepared Graduate Competencies: The preschool through twelfth-grade concepts and skills
that all students who complete the Colorado education system must master to ensure their
success in a postsecondary and workforce setting.
Standard: The topical organization of an academic content area.
High School Expectations: The articulation of the concepts and skills of a standard that
indicates a student is making progress toward being a prepared graduate. What do students
need to know in high school?
Grade Level Expectations: The articulation (at each grade level), concepts, and skills of a
standard that indicate a student is making progress toward being ready for high school. What
do students need to know from preschool through eighth grade?
Evidence Outcomes: The indication that a student is meeting an expectation at the mastery
level. How do we know that a student can do it?
21st Century Skills and Readiness Competencies: Includes the following:

Inquiry Questions:
Sample questions are intended to promote deeper thinking, reflection and refined
understandings precisely related to the grade level expectation.

Relevance and Application:
Examples of how the grade level expectation is applied at home, on the job or in a realworld, relevant context.

Nature of the Discipline:
The characteristics and viewpoint one keeps as a result of mastering the grade level
expectation.
CDE: 6th Grade Physical Education
Adopted: December 10, 2009
Page 3 of 23
Continuum of State Standards Definitions
Prepared Graduate Competency
Prepared Graduate Competencies are the P12 concepts and skills that all students
leaving the Colorado education system must
have to ensure success in a postsecondary
and workforce setting.
Standards
Standards are the topical organization of an
academic content area.
P-8
High School
Grade Level Expectations
High School Expectations
Expectations articulate, at each grade
level, the knowledge and skills of a
standard that indicates a student is
making progress toward high school.
Expectations articulate the knowledge
and skills of a standard that indicates a
student is making progress toward
being a prepared graduate.
What do students need to know?
Evidence
Outcomes
Evidence outcomes
are the indication
that a student is
meeting an
expectation at the
mastery level.
How do we know that
a student can do it?
What do students need to know?
21st Century and
PWR Skills
Inquiry Questions:
Sample questions intended
to promote deeper thinking,
reflection and refined
understandings precisely
related to the grade level
expectation.
Relevance and
Application:
Examples of how the grade
level expectation is applied
at home, on the job or in a
real-world, relevant context.
Evidence
Outcomes
Evidence outcomes
are the indication
that a student is
meeting an
expectation at the
mastery level.
How do we know that
a student can do it?
Nature of the
Discipline:
The characteristics and
viewpoint one keeps as a
result of mastering the grade
level expectation.
CDE: 6th Grade Physical Education
Adopted: December 10, 2009
21st Century and
PWR Skills
Inquiry Questions:
Sample questions intended
to promote deeper thinking,
reflection and refined
understandings precisely
related to the grade level
expectation.
Relevance and
Application:
Examples of how the grade
level expectation is applied
at home, on the job or in a
real-world, relevant context.
Nature of the
Discipline:
The characteristics and
viewpoint one keeps as a
result of mastering the
grade level expectation.
Page 4 of 23
STANDARDS TEMPLATE
Content Area: NAME OF CONTENT AREA
Standard: The topical organization of an academic content area.
Prepared Graduates:
 The P-12 concepts and skills that all students who complete the Colorado education system must master
to ensure their success in a postsecondary and workforce setting
High School and Grade Level Expectations
Concepts and skills students master:
Grade Level Expectations: The articulation, at each grade level, the concepts and skills of a standard that
indicates a student is making progress toward being ready for high school.
What do students need to know?
Evidence Outcomes
21st Century Skills and Readiness Competencies
Students can:
Inquiry Questions:
Evidence outcomes are the indication
that a student is meeting an
expectation at the mastery level.
Sample questions intended to promote deeper thinking, reflection and
refined understandings precisely related to the grade level expectation.
How do we know that a student can
do it?
Relevance and Application:
Examples of how the grade level expectation is applied at home, on the
job or in a real-world, relevant context.
Nature of the Discipline:
The characteristics and viewpoint one keeps as a result of mastering the
grade level expectation.
Colorado Department of Education: 6th Grade Physical Education
Adopted: December 10, 2009
Page 5 of 23
Prepared Graduate Competencies in
Comprehensive Health and Physical Education
The prepared graduate competencies are the preschool through twelfth-grade concepts and
skills that all students who complete the Colorado education system must master to ensure
their success in a postsecondary and workforce setting.
Prepared Graduates in Movement Competence and Understanding:
 Demonstrate competency in motor skills and movement patterns needed to perform
a variety of physical activity

Demonstrate understanding of movement concepts, principles, strategies, and tactics
as they apply to learning and performing physical activities
Prepared Graduates in Physical and Personal Wellness:
 Participate regularly in physical activity

Achieve and maintain a health-enhancing level of physical fitness

Apply knowledge and skills to engage in lifelong healthy eating

Apply knowledge and skills necessary to make personal decisions that promote
healthy relationships and sexual and reproductive health

Apply knowledge and skills related to health promotion, disease prevention, and
health maintenance
Prepared Graduates in Emotional and Social Wellness:
 Utilize knowledge and skills to enhance mental, emotional, and social well-being

Exhibit responsible personal and social behavior that respects self and others in
physical activity settings
Prepared Graduates in Prevention and Risk Management:
 Apply knowledge and skills to make health-enhancing decisions regarding the use of
alcohol, tobacco, and other drugs

Apply knowledge and skills that promote healthy, violence-free relationships

Apply personal safety knowledge and skills to prevent and treat intentional or
unintentional injury
CDE: 6th Grade Physical Education
Adopted: December 10, 2009
Page 6 of 23
Colorado Academic Standards
Comprehensive Health and Physical Education
The Colorado Academic Standards in comprehensive health and physical education are the
topical organization of the concepts and skills every Colorado student should know and be
able to do throughout their preschool through twelfth-grade experience.
1. Movement Competence and Understanding (Physical Education)
Includes motor skills and movement patterns that teach skill and accuracy in a
variety of routines, games, and activities that combine skills with movement;
demonstrates the connection between body and brain function; and creates patterns
for lifelong physical activity.
2. Physical and Personal Wellness (Shared Standard)
Includes physical activity, healthy eating, and sexual health and teaches lifelong
habits and patterns for a fit, healthy, and optimal childhood and adulthood;
examines society, media, family, and peer influence on wellness choices; practices
decision-making and communication skills for personal responsibility for wellness;
and identifies the consequences of physical inactivity, unhealthy eating, and early
sexual activity. Includes health promotion and disease prevention, and teaches
responsibility and skills for personal health habits as well as behavior and disease
prevention; sets personal goals for optimal health; examines common chronic and
infectious diseases and causes; and recognizes the physical, mental, and social
dimensions of personal health.
3. Emotional and Social Wellness (Shared Standard)
Includes mental, emotional, and social health skills to recognize and manage
emotions, develop care and concern for others, establish positive relationships, make
responsible decisions, handle challenging situations constructively, resolve conflicts
respectfully, manage stress, and make ethical and safe choices; examines internal
and external influences on mental and social health; and identifies common mental
and emotional health problems and their effect on physical health.
4. Prevention and Risk Management (Shared Standard)
Includes alcohol, tobacco, and other drug prevention; violence prevention; and
safety; teaches skills to increase safe physical and social behavior in at home, in
school, in the community, and in personal relationships; provides specific knowledge
on avoidance of intentional and unintentional injuries; and practices decision-making
and communication skills to avoid drug use, bullying, and dating violence.
The standards are organized in the following manner:

Physical
1.
2.
3.
4.
Education Standards
Movement Competence and Understanding
Physical and Personal Wellness
Emotional and Social Wellness
Prevention and Risk Management

Comprehensive Health Education Standards
2. Physical and Personal Wellness
3. Emotional and Social Wellness
4. Prevention and Risk Management
CDE: 6th Grade Physical Education
Adopted: December 10, 2009
Page 7 of 23
21st Century Skills and Readiness Competencies in
Comprehensive Health and Physical Education
Colorado's Description of 21st Century Skills
Colorado’s description of 21st century skills is a synthesis of the essential abilities students
must apply in our rapidly changing world. Today’s students need a repertoire of knowledge
and skills that are more diverse, complex, and integrated than any previous generation.
Comprehensive health and physical education are inherently demonstrated in each of
Colorado’s 21st century skills, as follows:
Critical Thinking and Reasoning
Health and physical education are disciplines grounded in critical thinking and reasoning.
Developing and maintaining lifelong wellness habits involves decision-making and
communication skills that sometimes can determine life-and-death outcomes. The skills and
knowledge gained in health and physical education provide the structure that makes it
possible to prevent risk behavior and adopt healthy lifestyles. Without good health and
physical activity, critical thinking and reasoning are compromised.
Information Literacy
The disciplines of health and physical education equip students with the tools and habits of
mind to organize and interpret a multitude of rapidly changing information resources.
Students who are literate in health and physical education can analyze effectively primary
and secondary sources, detect bias, use learning tools, including technology and media, and
clearly communicate thoughts using sound reasoning.
Collaboration
The health and physical education content areas directly involve students in teams,
problem-solving groups, and community connections to support the overall health of the
individual and the community. Students offer ideas, strategies, solutions, justifications, and
proofs for others to evaluate. In turn, students use feedback to improve performance and
interpret and evaluate the ideas, strategies, solutions, and justifications of others.
Self-Direction
Understanding and participating in health and physical education requires a productive
disposition, curiosity, personal motivation, and self-direction. Health and physical education
are more than passive learning. Individual active participation, practice, and competence
are underlying principles of these content areas.
Invention
The health and physical education disciplines are a dynamic set of content area disciplines,
ever expanding with new research, ideas, and understandings. Invention is the key element
of the expansion as students make and test theories and skills, create and use tools, search
for patterns and themes, and make connections among ideas, strategies, and solutions.
CDE: 6th Grade Physical Education
Adopted: December 10, 2009
Page 8 of 23
Colorado’s Description for School Readiness
(Adopted by the State Board of Education, December 2008)
School readiness describes both the preparedness of a child to engage in and benefit from
learning experiences, and the ability of a school to meet the needs of all students enrolled in
publicly funded preschools or kindergartens. School readiness is enhanced when schools,
families, and community service providers work collaboratively to ensure that every child is
ready for higher levels of learning in academic content.
Colorado’s Description of Postsecondary and Workforce Readiness
(Adopted by the State Board of Education, June 2009)
Postsecondary and workforce readiness describes the knowledge, skills, and behaviors
essential for high school graduates to be prepared to enter college and the workforce and to
compete in the global economy. The description assumes students have developed
consistent intellectual growth throughout their high school career as a result of academic
work that is increasingly challenging, engaging, and coherent. Postsecondary education and
workforce readiness assumes that students are ready and able to demonstrate the following
without the need for remediation: Critical thinking and problem-solving; finding and using
information/information technology; creativity and innovation; global and cultural
awareness; civic responsibility; work ethic; personal responsibility; communication; and
collaboration.
How These Skills and Competencies are Embedded in the Revised Standards
Three themes are used to describe these important skills and competencies and are
interwoven throughout the standards: inquiry questions; relevance and application; and the
nature of each discipline. These competencies should not be thought of stand-alone
concepts, but should be integrated throughout the curriculum in all grade levels. Just as it is
impossible to teach thinking skills to students without the content to think about, it is
equally impossible for students to understand the content of a discipline without grappling
with complex questions and the investigation of topics.
Inquiry Questions – Inquiry is a multifaceted process requiring students to think and
pursue understanding. Inquiry demands that students (a) engage in an active observation
and questioning process; (b) investigate to gather evidence; (c) formulate explanations
based on evidence; (d) communicate and justify explanations, and; (e) reflect and refine
ideas. Inquiry is more than hands-on activities; it requires students to cognitively wrestle
with core concepts as they make sense of new ideas.
Relevance and Application – The hallmark of learning a discipline is the ability to apply
the knowledge, skills, and concepts in real-world, relevant contexts. Components of this
include solving problems, developing, adapting, and refining solutions for the betterment of
society. The application of a discipline, including how technology assists or accelerates the
work, enables students to more fully appreciate how the mastery of the grade level
expectation matters after formal schooling is complete.
Nature of Discipline – The unique advantage of a discipline is the perspective it gives the
mind to see the world and situations differently. The characteristics and viewpoint one
keeps as a result of mastering the grade level expectation is the nature of the discipline
retained in the mind’s eye.
CDE: 6th Grade Physical Education
Adopted: December 10, 2009
Page 9 of 23
Standard
Physical Education
Grade Level Expectations at a Glance
Grade Level Expectation
Sixth Grade
1. Movement
Competence and
Understanding
1.
2.
3.
2. Physical and
Personal Wellness
1.
2.
3.
3. Emotional and
Social Wellness
4. Prevention and
Risk Management
1.
2.
1.
Demonstrate beginning strategies for a variety of games and
sports
Participate in activities that require problem-solving, cooperation,
skill assessment, and teambuilding
Use information from a variety of resources to improve
performance
Set personal goals for improving health-related fitness
Demonstrate the ability to perform self-paced cardiovascular
endurance activities
Identify opportunities in school and in the community for regular
participation in physical activity to enhance physical fitness
Recognize diverse skill performance in others and how that
diversity affects game, activity, and sport participation
Work cooperatively and productively in a group
Demonstrate knowledge of safe practices in a physical activity
setting
CDE: 6th Grade Physical Education
Adopted: December 10, 2009
Page 10 of 23
1. Movement, Competence and Understanding
Includes motor skills and movement patterns that teach skill and accuracy in a variety of routines, games, and
activities that combine skills with movement; demonstrates the connection between body and brain function; and
creates patterns for lifelong physical activity.
Prepared Graduates
The prepared graduate competencies are the preschool through twelfth-grade concepts and skills that all
students who complete the Colorado education system must master to ensure their success in a postsecondary
and workforce setting.
Prepared Graduates in the Movement Competence and Understanding standard are:

Demonstrate competency in motor skills and movement patterns needed to perform a
variety of physical activity

Demonstrate understanding of movement concepts, principles, strategies, and tactics
as they apply to learning and performing physical activities
Colorado Department of Education: 6th Grade Physical Education
Adopted: December 10, 2009
Page 11 of 23
Content Area: Comprehensive Health and Physical Education
Standard: 1. Movement Competence and Understanding in Physical Education
Prepared Graduates:
 Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical
activities
Grade Level Expectation: Sixth Grade
Concepts and skills students master:
1. Demonstrate beginning strategies for a variety of games and sports
Evidence Outcomes
21st Century Skills and Readiness Competencies
Students can:
a. Volley an object repeatedly with a partner,
using the forearm pass (DOK 1-2)
b. Strike a ball continually against a wall and
with a partner, using a paddle for the
forehand stroke and backhand stroke (DOK 13)
c. Strike an object consistently, using a body
part so that the object travels in the intended
direction at the desired (
Height (DOK 1-2)
d. Strike an object consistently, using an
implement so that the object travels in the
intended direction at the desired height (DOK
1-2)
e. Dribble and pass a ball to a partner while
being guarded (DOK 1-3)
f. Throw an object accurately and with applied
force, using the underhand, overhand, and
sidearm movement (throw) patterns (DOK 12)
g. Combine relationships, levels, speed,
direction, and pathways in complex individual
and group physical activities (DOK 1-3)
h. Combine motor skills to play a lead-up or
modified game(DOK 1-3)
i. Describe ways to create more space between
an offensive player and a defensive player
Inquiry Questions:
1. Why are speed and accuracy important?
2. Why is it important to learn fundamental skills before advanced skills?
3. Which is more important to master first – accuracy or speed? Why?
4. How does one increase accuracy in a skill?
5. What are some sports that require more skill and strategy than others?
Relevance and Application:
1. Individuals participate successfully in a variety of games and sports.
2. Individuals create a game that utilizes levels, speeds, directions, and
pathways.
Nature of Physical Education:
1. Individuals who learn to move safely, effectively and efficiently and feel
comfortable and confident in the performance of motor skills are more likely
to participate in health-enhancing forms of physical activity throughout life.
2. A strong foundation in physical education prepares an individual for a
lifetime of successful participation in physical activity.
3. Games and sports require a variety of skills and strategies to be successful.
Colorado Department of Education: 6th Grade Physical Education
Adopted: December 10, 2009
Page 12 of 23
Content Area: Comprehensive Health and Physical Education
Standard: 1. Movement Competence and Understanding in Physical Education
Prepared Graduates:
 Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical
activities
Grade Level Expectation: Sixth Grade
Concepts and skills students master:
2. Participate in activities that require problem-solving, cooperation, skill assessment, and
teambuilding
Evidence Outcomes
21st Century Skills and Readiness Competencies
Students can:
a. Participate in and understand the
value of initiative and cooperative
activities (DOK 1-3)
b. Develop a problem-solving skill
assessment (DOK 3-4)
Inquiry Questions:
1. What activities require problem-solving, cooperation, and team-building? Why?
2. Is cooperation or competition more important? Why?
3. Is it more important to learn to compete first, or learn to cooperate first? Can one
aid the other?
4. Why is team-building important?
Relevance and Application:
1. Individuals use team-building activities to enhance group cohesion.
2. Individuals use problem-solving skills to overcome a physical challenge at home
such as moving furniture safely without damage.
3. Individuals cooperate in a variety of physical tasks at home such as painting a
house.
Nature of Physical Education:
1. Individuals who learn to move safely, effectively and efficiently and feel comfortable
and confident in the performance of motor skills are more likely to participate in
health-enhancing forms of physical activity throughout life.
2. Physical education settings provide a problem-solving arena, with the problem able
to be increased or decreased by changing a number of factors such as the number
of participants, level of competition, and umber of rules for activity.
Colorado Department of Education: 6th Grade Physical Education
Adopted: December 10, 2009
Page 13 of 23
Content Area: Comprehensive Health and Physical Education
Standard: Movement Competence & Understanding in Physical Education
Prepared Graduates:
 Demonstrate understanding of movement concepts, principles, strategies, and tactics as they apply to learning
and performing physical activities
Grade Level Expectation: Sixth Grade
Concepts and skills students master:
3. Use information from a variety of resources to improve performance
Evidence Outcomes
21st Century Skills and Readiness Competencies
Students can:
a. Use basic understanding of the
knowledge of strategies in activity
settings such as moving to open space
to receive a pass or intercepting an
object (DOK 1-3)
b. Analyze and correct errors in
movement patterns, and provide and
use feedback from a peer or
instruction technology (DOK 1-4)
c. Develop a cooperative movement
game that uses locomotor skills,
object manipulation, and an offensive
strategy, and teach the game to
another person (DOK 1-4)
Inquiry Questions:
1. How can aspects of movement contribute to the aesthetic dimension of physical
activity?
2. When would the use of video feedback be more useful for learning a skill than
feedback from a peer or teacher?
3. What resources could one use to improve performance?
4. What resource works best for you in improving performance? Why?
Relevance and Application:
1. Individuals show family members how to play a game that uses locomotor skills.
2. Individuals use the Internet to study strategies of a game.
Nature of Physical Education:
1. Knowing and understanding concepts of movement and skill mechanics improve
performance in a specific skill, and provide the foundation for transfer of skills in a
variety of sports and activities.
2. Technology can be used as a tool to improve physical performance. For example,
pulse monitors maximize performance.
3. The implementation of effective offensive, defensive, and cooperative strategies is
beneficial for all players to be successful in game situations.
Colorado Department of Education: 6th Grade Physical Education
Adopted: December 10, 2009
Page 14 of 23
2. Physical and Personal Wellness
Includes physical activity, healthy eating, and sexual health and teaches lifelong habits and patterns for a fit,
healthy, and optimal childhood and adulthood; examines society, media, family, and peer influence on wellness
choices; practices decision-making and communication skills for personal responsibility for wellness; and
identifies the consequences of physical inactivity, unhealthy eating, and early sexual activity. Includes health
promotion and disease prevention, and teaches responsibility and skills for personal health habits as well as
behavior and disease prevention; sets personal goals for optimal health; examines common chronic and
infectious diseases and causes; and recognizes the physical, mental, and social dimensions of personal health.
Prepared Graduates
The prepared graduate competencies are the preschool through twelfth-grade concepts and skills that all
students who complete the Colorado education system must master to ensure their success in a postsecondary
and workforce setting.
Prepared Graduates in the Physical and Personal Wellness standard are:

Participate regularly in physical activity

Achieve and maintain a health-enhancing level of physical fitness

Apply knowledge and skills to engage in lifelong healthy eating

Apply knowledge and skills necessary to make personal decisions that promote healthy
relationships and sexual and reproductive health

Apply knowledge and skills related to health promotion, disease prevention, and health
maintenance
Colorado Department of Education: 6th Grade Physical Education
Adopted: December 10, 2009
Page 15 of 23
Content Area: Comprehensive Health and Physical Education
Standard: 2. Physical and Personal Wellness in Physical Education
Prepared Graduates:

Achieve and maintain a health-enhancing level of physical fitness
Grade Level Expectation: Sixth Grade
Concepts and skills students master:
1. Set personal goals for improving health-related fitness
Evidence Outcomes
21st Century Skills and Readiness Competencies
Students can:
a. Compare individual physical fitness
goals with research-based standards
for good health (DOK 1-3)
b. Identify activities that will help to
improve cardio-respiratory, muscular
endurance, muscular strength,
flexibility, and body composition (DOK
1-2)
Inquiry Questions:
1. What are the best activities for improving muscular strength?
2. Why is it important to have flexible muscles?
3. What are the different components of fitness?
4. Which physical activities do you enjoy to help to improve cardio-respiratory and
muscular endurance?
Relevance and Application:
1. Individuals use the Internet to compare their personal wellness to national trends.
2. Individuals create a graph to compare fitness test scores to health-related fitness
standards.
3. Individuals research on the Internet national and state standards for good health.
Nature of Physical Education:
1. Setting and working toward fitness goals is critical for positive behavior change.
2. Everyone can set personal fitness goals for themselves.
Colorado Department of Education: 6th Grade Physical Education
Adopted: December 10, 2009
Page 16 of 23
Content Area: Comprehensive Health and Physical Education
Standard: 2. Physical and Personal Wellness in Physical Education
Prepared Graduates:

Achieve and maintain a health-enhancing level of physical fitness
Grade Level Expectation: Sixth Grade
Concepts and skills students master:
2. Demonstrate the ability to perform self-paced cardiovascular endurance activities
Evidence Outcomes
21st Century Skills and Readiness Competencies
Students can:
a. Monitor the intensity of one’s heart
rate during physical activity (DOK 1)
b. Identify target heart rate (DOK 1)
Inquiry Questions:
1. Why can a peer of the same age and same size have a completely different pace
during a cardiovascular activity?
2. Why is the concept of pace so importance during both aerobic and anaerobic
activities?
3. If you wanted to improve your cardiovascular endurance, what would your training
look like?
4. What is your optimum heart rate for improving your cardiovascular endurance? How
can you check and monitor this?
Relevance and Application:
1. Individuals self-assess their fitness levels in order to make and implement a
personal wellness plan.
2. Individuals use a heart rate monitor to keep activity within the recommended
intensity level.
3. Individuals compare the heart rates of family members during physical activities.
Nature of Physical Education:
1. Cardio-respiratory endurance is extremely important for the prevention of heart
disease.
Colorado Department of Education: 6th Grade Physical Education
Adopted: December 10, 2009
Page 17 of 23
Content Area: Comprehensive Health and Physical Education
Standard: 2. Physical and Personal Wellness in Physical Education
Prepared Graduates:

Participate regularly in physical activity
Grade Level Expectation: Sixth Grade
Concepts and skills students master:
3. Identify opportunities in school and in the community for regular participation in physical
activity to enhance physical fitness
Evidence Outcomes
21st Century Skills and Readiness Competencies
Students can:
a. Participate in self-selected
activities that require muscular
strength and endurance (DOK
1-3)
b. Sets realistic fitness goals
(DOK 1-3)
c. Strive to attain fitness goals
through participation in
physical activity of individual
choosing (DOK 1-3)
Inquiry Questions:
1. Why should people of different ages have different fitness goals?
2. How does an individual demonstrate taking responsibility for his or her own physical
fitness?
3. What muscular strength and endurance invention has made the most impact on people's
fitness?
4. What five muscular strength and endurance activities would you do to become physically
fit? Would your choices stay the same in order to maintain your fitness level?
Relevance and Application:
1. Individuals establish physical activity goals relevant to a selected component of fitness such
as deciding how many push-ups to do once a week.
2. Individuals use technology to document and record progress toward fitness goals such as
tracking progress with a computer or keeping a journal.
3. Individuals recognize that there are physical activities available to people of all ages in their
community.
Nature of Physical Education:
1. An individual's success in and enjoyment of physical activity choices are affected by
changes in geographical and community setting, lifestyles, friends, and age.
2. Living a healthy lifestyle contributes to a positive self awareness, fewer illnesses, and more
opportunities to be active.
3. Taking responsibility for one's own health is an essential step toward developing and
maintaining a healthy, active lifestyle.
Colorado Department of Education: 6th Grade Physical Education
Adopted: December 10, 2009
Page 18 of 23
3. Emotional and Social Wellness
Includes mental, emotional, and social health skills to recognize and manage emotions, develop care and concern
for others, establish positive relationships, make responsible decisions, handle challenging situations
constructively, resolve conflicts respectfully, manage stress, and make ethical and safe choices; examines
internal and external influences on mental and social health; and identifies common mental and emotional health
problems and their effect on physical health.
Prepared Graduates
The prepared graduate competencies are the preschool through twelfth-grade concepts and skills that all
students who complete the Colorado education system must master to ensure their success in a postsecondary
and workforce setting.
Prepared Graduates in the Emotional and Social Wellness standard are:

Utilize knowledge and skills to enhance mental, emotional, and social well-being

Exhibit responsible personal and social behavior that respects self and others in
physical activity settings
Colorado Department of Education: 6th Grade Physical Education
Adopted: December 10, 2009
Page 19 of 23
Content Area: Comprehensive Health and Physical Education
Standard: 3. Emotional and Social Wellness in Physical Education
Prepared Graduates:
 Exhibit responsible personal and social behavior that respects self and others in physical activity settings
Grade Level Expectation: Sixth Grade
Concepts and skills students master:
1. Recognize diverse skill performance in others and how that diversity affects game, activity,
and sport participation
Evidence Outcomes
21st Century Skills and Readiness Competencies
Students can:
a. Evaluate individual responsibility in
group efforts (DOK 1-3)
b. Demonstrate an acceptance of
differences among friends in physical
development (DOK 1-3)
c. Participate in activities that address
diversity (DOK 1-3)
d. Participate in activities with individuals
of various skill levels (DOK 1-2)
Inquiry Questions:
1. Why might it be difficult to be the smallest person in class? The largest?
2. What variety of modifications could be made in a game of basketball, volleyball, or
other game to include others of beginning to advanced skills on the same team?
3. Why are dance and music universal forms of expression?
Relevance and Application:
1. Individuals work with others from a variety of cultural backgrounds in community
sports leagues.
2. Individuals describe how technology could be used to track individual performance
in a team sport. For example, computer spreadsheet programs can be used to keep
individual statistics.
3. Individuals appreciate that others have different levels of skills and physical abilities.
Nature of Physical Education:
1. Physical activity experiences are enriched by the diversity of the participants.
2. Individuals of different physical skill levels can make a contribution to a group
activity.
3. All participants in a group activity can make a contribution and have responsibilities.
Colorado Department of Education: 6th Grade Physical Education
Adopted: December 10, 2009
Page 20 of 23
Content Area: Comprehensive Health and Physical Education
Standard: 3. Emotional and Social Wellness in Physical Education
Prepared Graduates:
 Exhibit responsible personal and social behavior that respects self and others in physical activity settings
Grade Level Expectation: Sixth Grade
Concepts and skills students master:
2. Work cooperatively and productively in a group
Evidence Outcomes
21st Century Skills and Readiness Competencies
Students can:
a. Establish and accomplish goals in both
cooperative and competitive activities
(DOK 1-4)
b. Identify and define the role of each
participant in a cooperative physical
activity (DOK 1-4)
c. Analyze possible solutions to a
movement problem in a cooperative
physical activity, and come to a
consensus on the best solution (DOK
1-3)
d. Demonstrate the ability to resolve
conflicts with peers (DOK 1-4)
Inquiry Questions:
1. What might one do to interact with a friend who refuses to participate in a group
problem-solving activity?
2. How might one include a friend with a disability into the activity?
3. Do cooperative and competitive activities have similar or different goals?
4. How might one recommend resolving a dispute between two peers in a game?
Relevance and Application:
1. Individuals identify and utilize the strengths of group members in a work setting.
2. Individuals make a video demonstrating conflict resolution through role play.
3. Individuals visit a rock-climbing gym with friends and determine the best path up a
climbing wall.
Nature of Physical Education:
1. Participation in competitive sports and games requires cooperation.
2. Cooperation between teammates is important for solving complex problems.
3. Cooperation in physical activities prepares individuals to learn how to cooperate in
other activities.
Colorado Department of Education: 6th Grade Physical Education
Adopted: December 10, 2009
Page 21 of 23
4. Prevention and Risk Management
Includes alcohol, tobacco, and other drug prevention; violence prevention; and safety; teaches skills to increase
safe physical and social behavior in at home, in school, in the community, and in personal relationships; provides
specific knowledge on avoidance of intentional and unintentional injuries; and practices decision-making and
communication skills to avoid drug use, bullying, and dating violence.
Prepared Graduates
The prepared graduate competencies are the preschool through twelfth-grade concepts and skills that all
students who complete the Colorado education system must master to ensure their success in a postsecondary
and workforce setting.
Prepared Graduates in the Prevention and Risk Management standard are:

Apply knowledge and skills to make health-enhancing decisions regarding the use of
alcohol, tobacco, and other drugs

Apply knowledge and skills that promote healthy, violence-free relationships

Apply personal safety knowledge and skills to prevent and treat intentional or
unintentional injury
Colorado Department of Education: 6th Grade Physical Education
Adopted: December 10, 2009
Page 22 of 23
Content Area: Comprehensive Health and Physical Education
Standard: 4. Prevention and Risk Management in Physical Education
Prepared Graduates:
 Apply personal safety knowledge and skills to prevent and treat intentional or unintentional injury
Grade Level Expectation: Sixth Grade
Concepts and skills students master:
Demonstrate knowledge of safe practices in a physical activity setting
Evidence Outcomes
21st Century Skills and Readiness Competencies
Students can:
a. Maintain a safe distance from others
when using implements (DOK 1-2)
b. Explain safety considerations prior to
participation in invasion, net/wall,
target, and fielding/run-scoring games
(DOK 1-3)
c. Demonstrate the safe use of rackets,
bats, and other long-handled
implements (DOK 1-2)
d. Differentiate between safe and unsafe
participation and environment (DOK
1-3)
e. Display safe and responsible behavior
while engaging in fitness activities
(DOK 1-2)
Inquiry Questions:
1. If a friend is engaging in unsafe behavior in the weight room, how would you handle
it?
2. How would you explain why the behavior was unsafe?
3. How would your unsafe behavior affect your friends?
4. Why do sports have different or similar safety practices?
Relevance and Application:
1. Individuals learn how to avoid injury when using sports equipment.
2. Individuals analyze video clips of people engaging in a physical activity to learn safe
and unsafe practices.
3. Individuals learn safe practices for skateboarding or bicycle riding.
4. Individuals learn that different physical activities such as football, skateboarding,
bicycle riding, and skiing have different safe practices.
Nature of Physical Education:
1. Participation in physical activity requires attention to safety.
2. Athletes understand that not following safe practices for sports can lead to serious
personal injuries.
Colorado Department of Education: 6th Grade Physical Education
Adopted: December 10, 2009
Page 23 of 23
Colorado Department of Education
Office of Standards and Instructional Support
201 East Colfax Ave. • Denver, CO 80203
http://www.cde.state.co.us/CoHealthPE/StateStandards.asp